Table Of ContentMarshall University
Marshall Digital Scholar
Theses, Dissertations and Capstones
1-1-2012
Factors Influencing College Decision-Making for
First-Generation Appalachian Students
Kristy Lynn Wood
[email protected]
Follow this and additional works at:http://mds.marshall.edu/etd
Part of theCurriculum and Instruction Commons,Educational Assessment, Evaluation, and
Research Commons, and theHigher Education Administration Commons
Recommended Citation
Wood, Kristy Lynn, "Factors Influencing College Decision-Making for First-Generation Appalachian Students" (2012).Theses,
Dissertations and Capstones.Paper 226.
This Dissertation is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and
Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please [email protected].
FACTORS INFLUENCING COLLEGE DECISION-MAKING FOR FIRST-
GENERATION APPALACHIAN STUDENTS
Kristy Lynn Wood, M.A.T.
Marshall University
Graduate School of Education
and Professional Development
Dissertation submitted to the
Graduate College of Marshall University
in partial fulfillment of the
requirements for the degree of
Doctor of Education
in
Curriculum and Instruction
Committee Chair, Dr. Samuel Securro, Jr.
Dr. Nega Debela
Dr. Louis Watts
Dr. Suzanne Strait
Marshall University
May 2012
Keywords: First-generation, Appalachian, college going, persistence, academic
integration, social integration
Copyright 2012 by Kristy Lynn Wood
ABSTRACT
This investigation determined the degree of importance for selected personal-
psychological, academic, peer, financial, and family factors influencing the decision to
attend college by first-generation, Appalachian (FGA) sophomore students. Outcomes
were further related to the degree of academic and social integration in college and the
likelihood of participants returning (persisting) to the next term or year. Participants were
a purposeful group of 3,264 sophomores enrolled at three universities. Data were
collected using the Transition to College Survey (TCS), which participants completed via
an email invitation. Two-hundred, seventy-three responded (273) as follows: 110 (41%)
first-generation status, 214 (78%); Appalachian status and 90 (33%), first-generation and
Appalachian status.
Results found that personal-psychological factors were by far the most important
influences for ALL respondents and especially for first-generation (FGA) students.
Financial factors were also important influences, though differences were noted among
the groupings. Overall, academic, peer, and family factors were not important influences.
Participants reported modest levels of academic and social integration in their college
settings and FGA participants reported even lesser degrees of integration compared to
ALL or OTHER groupings. However, significant differences were found among the
groupings for several social integration descriptors. Large percentages of ALL (83%) and
FGA (87%) indicated to be very likely to return to college next term/year. No academic
or social integration descriptors were significantly related to persistence, with the
exception of “spend time with friends on campus” for FGA respondents.
Implications are if school personnel and families enhance personal-psychological
factors of students, it may influence a greater number to consider transitioning to college.
Also, providing students and parents with information about financing college early on in
high school may ease financial concerns. Once there, it is important that FGA’s engage
the college milieu and build academic and social relationships which can lead to
persistence.
DEDICATION
This paper is humbly and lovingly dedicated to…
The almighty Creator for making it all possible.
If you see or hear goodness from me
Then that goodness is from The Creator
You should be thankful to The Creator for all of that
'Cause I'm not the architect of that
I'm only the...the recipient
If you see weakness or shortcoming in me
It's from my own weakness or shortcoming
And I ask The Creator and the people to forgive me for that (Mos Def, 2004).
My mother, Linda DeLong—I believe it takes growing up and having a child of your own
to fully understand a mother’s love. I appreciate how you raised me, all the sacrifices
you’ve made, and all the extra love that you give me. Your encouragement and support
have made all the difference.
My father, the late Bill Wood, who taught me at a young age that quitting was not an
option.
My stepfather, Jeff DeLong, for loving me like I am his own.
My brother, Brian Wood, for helping me refine and appreciate my academic abilities and
for being someone I can always count on.
My good friend, Brook Steele, for actually knowing the topic of my dissertation and
listening to me talk about it all the time. Thank you for your encouragement and advice.
My extended family, Teri Elmore, Melinda McCallister-Owens, Tyree Hughes, and Bill
and Teri Coffman, for their support and for understanding my unavailability.
My fiancé, Adam Hedrick, for being the calm in the storm, a safe place of refuge. Thank
you for supporting my endeavors, for giving me the space to grow, for loving me
unconditionally, and for returning me to myself time and time again.
My daughter, Zadokite, whose brilliance allowed me to accomplish this goal. You’ve
been a constant source of motivation and inspiration. I couldn’t have done this without
you. Thank you for never complaining, for being interested in what I was doing, and for
constantly cheering me on. You are by far my favorite student, and I’ve learned so much
from you too. You are an absolutely amazing gift from God.
iii
ACKNOWLEDGMENTS
None of us accomplishes anything on our own. If I listed everyone deserving
acknowledgement, this section would be longer than the dissertation itself. I am truly
blessed to have my life touched by so many awesome people.
This journey began when Dr. Teresa Eagle stayed after work for over an hour to answer
my questions about the Ed.D. program and informed me about the Cohort Program
starting in the fall of 2007. I am thankful to her for opening the door. Dr. Jerry Jones
came next, and being the great conversationalist he is, brought out the best in me for my
interview. Dr. Calvin Meyer was another interviewer and warned me of the commitment
ahead. He was also my instructor for two curriculum and instruction courses and
provided the bootcamp training of constant research and writing necessary to prepare me
for the dissertation. Many of my instructors are a piece of the puzzle. Dr. Ron Childress
was several pieces: he acted as an instructor, mentor, and collaborator. Dr. Nega Debela
opened up the world of qualitative research. Dr. Lisa Heaton provided countless
technology tools. Dr. Bobbi Nicholson delivered brutal honesty and encouraged us to
step up the quality of our work, as did Dr. Frances Simone, who also had the ingenious
idea of bringing food to class, which turned out to be an important social integration
activity for “The Cohort.” Thank you also to Edna Thomas, without whom none of us
would get through the program.
The cohort experience really just can’t be put into words, and yet I know any of the
cohort reading this understands what I mean. I couldn’t have asked for a more
meaningful personal and professional experience. My life is better for having known
each of you, and to Julius, who may have had to stop joining us, but whom we were
never without, you’ve inspired me beyond measure.
Thank you to the students of Dawson-Bryant High School for sparking my interest in
first-generation Appalachian students and college decision-making. I can only hope I’ve
touched your lives as much as you’ve touched mine. Thank you also to Steve Easterling
and Gary Salyers for being great people to work with and for supporting this personal and
professional journey.
To Dr. Securro, I owe an enormous amount of gratitude. Your willingness to be on call
24/7 and responding quickly to countless drafts is why I am here right now. Thank you
for chairing my committee and guiding me through the wilderness. I couldn’t have asked
for a better chair.
Thank you also to my committee: Dr. Nega Debela for his qualitative insight, Dr. Louis
Watts who willingly got on board after Dr. Jerry Jones’ departure, and Dr. Suzanne Strait
for her professional and personal support.
iv
Finally I acknowledge my coworkers, especially Patricia Young, for their concern,
encouragement, and prayers, in addition to simply being great people with whom to
work.
v
LIST OF TABLES
Table 1 Most Important Personal-Psychological Influences by Page 62
Frequency Percentage for ALL Respondents and First-
Generation Appalachian (FGA) Respondents
Table 2 Most Important Academic Influences by Frequency Page 64
Percentage for ALL Respondents and First-Generation
Appalachian (FGA) Respondents
Table 3 Most Important Peer Influences by Frequency Percentage Page 65
for ALL Respondents and First-Generation Appalachian
(FGA) Respondents
Table 4 Most Important Financial Influences by Frequency Page 66
Percentage for ALL Respondents and First-Generation
Appalachian (FGA) Respondents
Table 5 Most Important Family Influences by Frequency Page 67
Percentage for ALL Respondents and First-Generation
Appalachian (FGA) Respondents
Table 6 College Financing by Frequency Percentage for ALL Page 73
Respondents and First-Generation Appalachian (FGA)
Respondents
Table 7 Academic Integration by OTHER, FGA and ALL Page 75
Table 8 Aggregate Data of Academic Integration Combined Page 76
Descriptors for Frequently and Sometimes
Table 9 Social Integration by OTHER, FGA and ALL Page 78
Table 10 Aggregate Data of Social Integration Combined Page 79
Descriptors for Frequently and Sometimes
Table 11 Relationship of Social Integration and Generation Status Page 80
Table 12 Likelihood of Returning to College by OTHER and First- Page 81
Generation Appalachian (FGA) Status
Table 13 Reliability Estimates for Categories Page 85
vi
LIST OF FIGURES
Figure 1 High School GPA by First-Generation Appalachian (FGA) Page 57
and Non-First-Generation Non-Appalachian
Figure 2 Non-First-Generation Non-Appalachian (NFGNA) Page 58
Respondents’ Mothers’ Education Levels
Figure 3 Non-First-Generation Non-Appalachian (NFGNA) Page 59
Respondents’ Father’s Education Levels
Figure 4 Family Income by ALL Respondents Page 59
Figure 5 Family Income by FGA Respondents Page 60
vii
TABLE OF CONTENTS
Abstract ..................................................................................................................................... ii
Dedication ................................................................................................................................ iii
Acknowledgments .................................................................................................................... iv
List of Tables ........................................................................................................................... vi
List of Figures ......................................................................................................................... vii
CHAPTER ONE: INTRODUCTION ...................................................................................... 1
Statement of the Problem ............................................................................................3
Rationale .....................................................................................................................4
Research Questions .....................................................................................................6
Operational Definitions ...............................................................................................7
Limitations ..................................................................................................................8
Delimitations ...............................................................................................................9
CHAPTER TWO: REVIEW OF LITERATURE ................................................................. 11
Benefits of Higher Education ............................................................................. 12
First-Generation Students ................................................................................... 13
Appalachian Students ......................................................................................... 15
Factors Influencing the Decision to Transition to College .......................................... 18
Personal-Psychological ...................................................................................... 18
Academic ........................................................................................................... 21
Peers .................................................................................................................. 25
Financial ............................................................................................................ 28
Family ............................................................................................................... 33
Persistence ......................................................................................................... 36
Academic and Social Integration ........................................................................ 38
Summary ................................................................................................................... 41
CHAPTER THREE: RESEARCH METHODOLOGY ....................................................... 44
Purpose ..................................................................................................................... 44
Study Design ............................................................................................................. 44
Population ................................................................................................................. 45
Instrument and Data Collection ................................................................................. 45
Fairmont State Pilot ........................................................................................... 48
Marshall University Pilot ................................................................................... 49
Procedures................................................................................................................. 50
viii
Data Collection and Analysis .................................................................................... 51
CHAPTER FOUR: DATA ANALYSIS AND RESULTS ..................................................... 54
Population ................................................................................................................. 56
Demographic Information ......................................................................................... 57
Research Question One ...................................................................................... 60
Research Question Two ..................................................................................... 62
Research Question Three.................................................................................... 64
Research Question Four ..................................................................................... 65
Research Question Five ...................................................................................... 66
Research Question Six ....................................................................................... 67
Research Question Seven ................................................................................... 72
Research Question Eight .................................................................................... 74
Research Question Nine ..................................................................................... 77
Research Question Ten....................................................................................... 80
CHAPTER FIVE: SUMMARY DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS ........................................................................................................ 82
Summary of Purpose ................................................................................................. 82
Summary of Demographics ....................................................................................... 82
Summary of Methods and Instrument ........................................................................ 84
Summary of Research Questions and Related Discussion and Conclusions................ 87
Research Question One ...................................................................................... 87
Research Question Two ..................................................................................... 89
Research Question Three.................................................................................... 91
Research Question Four ..................................................................................... 93
Research Question Five ...................................................................................... 94
Research Question Six ....................................................................................... 96
Research Question Seven ................................................................................... 98
Research Question Eight .................................................................................... 99
Research Question Nine ................................................................................... 101
Research Question Ten..................................................................................... 103
Implications and Recommendations ........................................................................ 105
Recommendations for Further Research .................................................................. 110
REFERENCES ..................................................................................................................... 113
APPENDICES ...................................................................................................................... 130
APPENDIX A: Appalachian Counties ................................................................................. 130
ix
